The larvae of this insect may be obtained in May or June by scraping leaves, weeds, and mud from the bottom of ponds and allowing the mud and water to settle in a pail or tub. The larvae may be distinguished from other aquatic creatures by the long insect-like body, three pairs of legs, and the "mask"--a flap with pincers at the end. This mask can be turned under the head and body when not in use, or it can be projected in front of the larva for catching prey. At the rear end are three tubes, which fit together to form the breathing tube. The pupils should observe the above features, and also the movements, seizing of prey, breathing, moulting, semi-resting or pupa stage, at the close of which the pupa climbs up a reed or stalk of grass and bursts the skin from which the adult emerges. The pupils should put into the aquarium various kinds of insects and decide what foods are preferred by the larva and the adult. ~Observe.~--The size, length of body, movements in flight, lace-like wings, and insect-killing habits of the dragon-fly. Should dragon-flies be protected? Give reasons. Are all dragon-flies of the same size, build, and colour? At what time of year are dragon-flies most numerous? ~Reference.~--Silcox and Stevenson: _Modern Nature Study_. OTHER CONSPICUOUS INSECTS The potato-beetle, giant water-bug, eastern swallow-tail butterfly, and promothea moth are insects suitable as types to be studied by the pupils of Form I. The giant water-bug is the large, broad, grayish-brown insect that is found on the sidewalks in May and June mornings. (For information on the eastern swallow-tail and promothea see Metamorphosis, in Butterfly and Moth Collections.) BIRDS Bird studies for Form I should be limited to observations made directly upon a few common birds, such as the robin, house-sparrow (English), song-sparrow, flicker, house-wren, crow, bronzed grackle, and meadow-lark. These are easily reached by the pupils of every rural and village school, and the purpose of the lessons should be to teach the pupils to recognize these birds, and by making use of child interest in living active creatures, to develop their interest in birds. THE ROBIN FIELD EXERCISES I Observe the robins and find out the following things: 1. Are all robins of the same colour? If not of the same colour, what difference do you note? 2. Does the bird run or hop? Imitate its movements. 3. Listen to its song. Is it sweet or harsh? Is it loud or low? Is it cheerful or gloomy? 4. Watch the robin as it moves along the grass and learn how it finds out where the worms are. _To the teacher._--The pupils should be given a few days in which to find out answers to these questions, and at the end of that time the answers should be discussed in the class.